TRANHLTH 7002OL - Synthesising Qualitative Evidence

Online - Semester 2 - 2016

This course introduces students to the conduct and management of systematic reviews of evidence generated through qualitative studies, narrative, opinion and text. In a series of online modules students will learn how to critically appraise different qualitative study types and how to extract and analyse data. This course reinforces and builds upon concepts addressed in Introduction to translational health science and qualitative research methods in health.

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Course Details

Course Code	TRANHLTH 7002OL
Course	Synthesising Qualitative Evidence
Coordinating Unit	Joanna Briggs Institute
Term	Semester 2
Level	Postgraduate Coursework
Location/s	Online
Units	3
Contact	12 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	TRANHLTH 7000OL
Assumed Knowledge	Understanding of qualitative research methods
Assessment	2 written assignments and 1 exam

Course Staff

Course Coordinator: Dr Kylie Porritt

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1. Describe the methodologies and methods of qualitative research as they relate to the critical and interpretive paradigms
2. Explain meta-aggregation as an approach for qualitative synthesis
3. Explain the role of qualitative synthesis as evidence to inform decision making
4. Demonstrate an understanding of the science of searching for and selecting appropriate and relevant qualitative research evidence
5. Demonstrate an understanding of the principles of critical appraisal for qualitative research
6. Demonstrate an understanding of how to extract relevant data from qualitative studies for meta-aggregation
7. Demonstrate an understanding of the process of data extraction and synthesis using a meta aggregative approach
8. Demonstrate an understanding of how recommendations for practice are developed from meta aggregative reviews

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	4-7
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	5,6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	5,7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	N/A
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	N/A

Learning Resources

Required Resources

All resources currently exist and are already available within the School of Translational Health Science and will be made available via MyUni for this course.

Recommended Resources

A range of useful readings can be found on MyUni.

Online Learning

The course content has been developed using Articulate Storyline and will be administered via the MyUni platform.
Assignments will be submitted online via MyUni or TURNITIN

MYUNI
MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is: www.myuni.adelaide.edu.au/
Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying. For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
The Helpdesk is available for extended hours during the week or through voicemail.
Phone: (08) 8303 3000
E-mail: servicedesk@adelaide.edu.au
You are encouraged to post queries on the discussion board in addition to emailing course coordinator the questions of an academic nature (e.g., about assignments).
Learning & Teaching Activities

Learning & Teaching Modes

This course will be offered completely online. It will involve a series of online lectures, which have been developed using Articulate Storyline, to provide core information and outline key concepts related to the course. These lectures will be supported by interactive practicals that are designed to develop and clarify topics covered in lectures. These are generally problem-solving sessions, providing an opportunity for ‘hands on’ work with software and databases described in the lectures. Additionally, an online discussion board will be made available to students for each module. This discussion board will be monitored by the course coordinator, but students will be encouraged to answer each others questions. Four assignments will be scheduled at key learning times throughout the course, starting with a quiz at the end of Module 1 to ascertain basic knowledge of evidence based healthcare and translation science, a poster and practical assignment in Module 2 to gauge student ability to design an appropriate question and search the literature and development of a protocol for a systematic review, bringing all concepts together.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This course is a 3 unit course with an estimated 12 hours of contact time per week. As the course is completely online students have flexibility in undertaking and completing the weekly requirements.

Learning Activities Summary

A series of online presentations will be available via MyUni on a weekly basis. Presentations have been grouped into five ‘modules’ to assist students to navigate the course in a clear and coherent fashion.

Module 1: Introduction to the systematic review of qualitative evidence
• Introduction to qualitative evidence synthesis
• The systematic review of qualitative research
• Developing a Qualitative Systematic Review Question

Module 2: Understanding Critical appraisal and data extraction
• Critical appraisal of qualitative evidence
• Study data and data extraction

Module 3: Synthesising qualitative research data
• Data analysis and meta-synthesis/meta-aggregation
• QARI Practical

Module 4: The systematic review of narrative, opinion and text
• The systematic review of narrative, opinion and text

Module 5: Developing recommendations for practice
• Generating recommendations for practice
• Overview of qualitative systematic reviews: issues and challenges

Specific Course Requirements

Progression through modules is contingent on successful completion of the previous module.

Small Group Discovery Experience

N/A

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment task	Assessment type	Weighting	Learning course objective(s) being addressed
Interpretive assignment	Summative	30%	1-2
Essay Summative	Summative	30%	3
Exam	Summative	40%	4-7

Assessment Related Requirements

N/A

Assessment Detail

Assessment 1: Essay (30% of total course grade)
Students are required to write a letter to a health professional who is only interested in effectiveness explaining the value and importance of qualitative research and its role in decision making. This letter should reference current and relevant literature to support their argument. This type of essay will enable students to demonstrate their understanding of the relevance of having a broader view of what constitutes evidence for decision-making. This 1500 word assessment covers learning objectives 3. To be completed in week 4.

Assessment 2: Interpretive assessment (30% of total course grade)
Using articles provided by the course coordinator describe and discuss how a synthesis might be approached if a meta aggregation were conducted. This pragmatic exercise is intended to allow students to reflect on and explain how data from two different perspectives would be analysed. This 1500 word assessment addresses learning objective 1 and 2. To be completed in week 10.

Assessment 3: Exam (40% of total course grade)
Students will be required to complete an exam consisting of multiple choice and short answer questions related to searching for qualitative evidence, critical appraisal, data extraction and synthesis. The exam will be provided via MyUni. It will be open book, time limited and single attempt. This assessment covers learning objectives 4-7. To be completed in week 13.

Submission

All assignments will be submitted online via MyUni.
Assignments will be marked and written feedback provided to students usually within 2 weeks and no later than 4 weeks after submission. Re-submission will not normally be considered.
Online formative and summative assessment quizzes will provide immediate feedback to the student.

The SPH late submission procedure will apply:
Late submission
Marks will be deducted when an assignment for which no extension has been granted is handed in late.
The procedure is as follows:
All assignments, including those handed in late, will be assessed on their merits;
For late assignments, marks will then be deducted from the mark awarded, at the rate of
5 percentage points of the total possible per day.
The School reserves the right to refuse to accept an assignment that is more than 7 days late.

Extensions
Extension must be requested no later than the last working day before an assignment is due.
Only a Course Co-ordinator may grant an extension.
Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator